Teachers' Performance in Indonesian Secondary Schools: Does Motivation Matter?
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Jul 1, 2022
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Education Institution, Senior Secondary School, Teacher Motivation, Teacher Performance
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Abstract
A teacher's professional is greatly influenced by internal and external factors. Internal factors are influenced by the motivation that comes from within the teacher's own soul. This study aims to investigate the effect of teacher motivation on the teacher’s performance, especially public senior secondary schools (Sekolah Menengah Atas Negeri, or SMA Negeri) in Banda Aceh, Indonesia. This survey was conducted using a quantitative approach with a sample of 254 teachers. Questionnaires were used to collect data, and the data analysis technique employed was Structural Equation Modelling (SEM). The findings of this study indicate that teacher motivation has a significant effect on improving teacher performance in educational institutions.
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Hasan, A., Nurhasanah, Husna, A., Razak, A., & Mardhani , M. (2022). Teachers’ Performance in Indonesian Secondary Schools: Does Motivation Matter?. Jurnal EMT KITA, 6(2), 308–315. https://doi.org/10.35870/emt.v6i2.652
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References
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Republik Indonesia (2005). Undang-undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. Sekretariat Negara: Jakarta.
Vosloban, R, L. (2012). The Influence of the Employee's Performance on the company's growth - a managerial perspective. Procedia Economics and Finance, 3(2012), 660 – 665. https://doi.org/10.1016/S2212-5671(12)00211-0
Wanakacha, K., Aloka, P., & Nyaswa. P. (2018). Gender Differences in Motivation and Teachers’ performance in Core Functions in Kenyan Secondary Schools. Academic Journal of Interdisciplinary Studies, 7(1), 89-95. https://doi.org/10.2478/ajis-2018-0009
Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers' perceptions and practices. Journal of Technology and teacher education, 14(1), 173-207. Retrieved July 23, 2021 from https://www.learntechlib.org/primary/p/5437/
Xu, J., Du, J., Wang, C., Liu, F., Huang, B., Zhang, M., & Xie, J. (2020). Intrinsic motivation, favorability, time management, and achievement: A cross lagged panel analysis. Learning and Motivation, 72, 101677. https://dx.doi.org/10.1016/j.lmot.2020.101677
Yin, H.-B., & Lee, J. C.-K. (2011). Emotions matter: Teachers’ feelings about their interactions with teacher trainers during curriculum reform. Chinese Education and Society, 44(4), 82-97. https://doi.org/10.2753/CED1061-1932440405.
Amiruddin, A., & Amrusi, A. (2019). The Adoption of Process Standards for Teaching Economics: A Lesson from High School Economics Teachers. Proceedings of the 2nd International Conference on Social Sciences and Interdisciplinary Studies. https://doi.org/10.4108/eai.24-10-2019.2290568
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-373. https://doi.apa.org/doi/10.1037/h0043445
Birol, C,. Atamtürk, H,. Silman, F,. Atamtürk, N, & Şensoy, Ş. (2009). A comparative analysis of teachers’ perceptions of emotional intelligence and performance management in the secondary schools of the TRNC. Procedia Social and Behavioral Sciences, 1(2009), 2600–2605. https://doi.org/10.1016/j.sbspro.2009.01.459
Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (1993). A theory of performance: Personnel selection in organizationspp: 35-70. In Schmitt, N, Borman, WC and Associates (Eds.). San Francisco: Jossey-Bass
Direktorat Jenderal Guru dan Tenaga Kependidikan (2008). Penilaian Kinerja Guru. Jakarta: Departemen Pendidikan Nasional.
Gore, J., Holmes, K., Smith, M., & Fray, L. (2015). Investigating the factors that influence the choice of teaching as a first career. A Report commissioned by the Queensland College of Teachers. Accessed from https://researchdirect.westernsydney.edu.au/islandora/object/uws:42197
Hasan, A., Sakdiyah, S., Mustofa, A., & Tuzzahra, R. (2021). The Development of Rainbow Spin Learning Media in Social Sciences: ADDIE Development Model. Proceedings of the 11th Annual International Conference (AIC) on Social Sciences, 229–233. http://jurnal.unsyiah.ac.id/AICS-Social/article/view/24395
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258-297. https://doi.org/10.1080/13803611.2015.1018278
Ilgen, D. R., & Schneider, J. (1991). Performance measurement: A multi-discipline view. In C. L. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational psychology (Vol. 6, pp. 71–108). Chichester: Wiley.
Joshi, P., 2016. Relational rewards: creating A fulfilling workplace environment. International Journal of Engineering and Management Research, 6(4), 1–5.
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980. https://doi.org/10.3102%2F0034654315626800
Kintamani, I. (2016). Kementerian pendidikan dan kebudayaan pusat data dan statistik pendidikan dan kebudayaan tahun 2016. (Sudarwati, Ed.). Jakarta.
Kwapong. (2015). The Effect Of Motivation On The Performance Of Teaching Staff In Ghanaian Polytechnics: The Moderating Role Of Education And Research Experience. Global Journal of Human Resource Management 3(6), 30-43.
Luthans, F. (2006). Perilaku Organisasi, Edisi Sepuluh. Yogyakarta: Penerbit Andi.
Martahadi, M. & Anwar, A. (2013). Pengaruh Motivasi dan Lingkungan Kerja terhadap Kinerja Guru pada SMA Negeri di Kota Banda Aceh. Jurnal Serambi Edukasi, 1(Edisi Khusus), 21-25.
Nurhasanah, N., Salwa, N., Ornila, L., Hasan, A., & Mardhani, M. (2021). Classifying regencies and cities on human development index dimensions: Application of K-Means cluster analysis. Jurnal Sains Sosio Humaniora, 5(2), 913–918. https://doi.org/10.22437/jssh.v5i2.15801
Ondima, C.& et.al (2014). Effects of Motivation on teacher’s performance in Kenyan Schools: A Survey of Nyamira District Secondary Schools in Nyamira County. Journal of Education and Practice, 5(30), 67-74.
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/2F0034654311413609
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55, 68–78. https://doi.apa.org/doi/10.1037/0003-066X.55.1.68
Selvam, P., & Chamundeswari, S. (2015). Motivation, job satisfaction and performance of teachers at the secondary level. International Journal in Management and Social Science, 3(7), 705-719.
Statistics Indonesia. (2018). Indeks Pembangunan Manusia. Jakarta: BPS. Accessed from http://ipm.bps.go.id/data/kabkot/metode/baru/1171
Republik Indonesia (2005). Undang-undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. Sekretariat Negara: Jakarta.
Vosloban, R, L. (2012). The Influence of the Employee's Performance on the company's growth - a managerial perspective. Procedia Economics and Finance, 3(2012), 660 – 665. https://doi.org/10.1016/S2212-5671(12)00211-0
Wanakacha, K., Aloka, P., & Nyaswa. P. (2018). Gender Differences in Motivation and Teachers’ performance in Core Functions in Kenyan Secondary Schools. Academic Journal of Interdisciplinary Studies, 7(1), 89-95. https://doi.org/10.2478/ajis-2018-0009
Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers' perceptions and practices. Journal of Technology and teacher education, 14(1), 173-207. Retrieved July 23, 2021 from https://www.learntechlib.org/primary/p/5437/
Xu, J., Du, J., Wang, C., Liu, F., Huang, B., Zhang, M., & Xie, J. (2020). Intrinsic motivation, favorability, time management, and achievement: A cross lagged panel analysis. Learning and Motivation, 72, 101677. https://dx.doi.org/10.1016/j.lmot.2020.101677
Yin, H.-B., & Lee, J. C.-K. (2011). Emotions matter: Teachers’ feelings about their interactions with teacher trainers during curriculum reform. Chinese Education and Society, 44(4), 82-97. https://doi.org/10.2753/CED1061-1932440405.